Category Archives: Classroom Procedures

169: Student Choice in the Language Classroom


What role does student choice have in your classroom? We know that when students have some ownership over their learning that they are more intrinsically motivated and this leads to real agency in their learning. Today’s episode is a Leveling Up episode, where I coach Jen, a Spanish teacher in Missouri. Providing students with regular and authentic choices in her classroom  is the area where wants to level up her teaching practice. So let’s start the conversation. 

Suggestions:

  • Create choice boards that offer a variety of activities aligned with the same learning objectives. Students can select activities based on their interests and preferred learning styles.
  • Allow students to choose from a list of project topics or propose their own, giving them the autonomy to explore areas of interest while still meeting curriculum standards.
  • For certain activities, allow students to pick their groups based on interest or comfort. You can also mix it up by having students form groups around different themes or tasks they want to work on.
  • Offer multiple assessment options that cater to different learning styles and strengths.
  • Make the input and output compelling for students

 Action Plan:

This Week:

  • Create a simple choice board with nine activities related to the current unit.Observe and take notes on student engagement and preferences.

The Coming Weeks:

  • Plan a project-based unit, providing a list of potential topics and formats for final products. Encourage students to present their projects in various formats (e.g., presentation, report, digital creation).
  • Design multiple assessment options for an upcoming unit. Ensure each assessment option aligns with the learning objectives and create a consistent rubric.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

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167: Guiding Learners to Interpret and Discuss Authentic Texts


Do you use authentic texts in your language classroom? To make sure that we are all on the same page with the concept, the simple definition is materials created by and for native speakers not for the purpose of language learning. These materials reflect real-life language use and cultural contexts. They expose students to natural language and cultural nuances. In this episode I share practical strategies to help students interpret and engage in meaningful ways with these materials. Are the benefits linguistic, cultural, maybe both?

Topics in this Episode:

**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

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166: Building Community Through Comprehensible Input (CI)


Community. Is this a word that you would use to describe your classroom?  Do you and your students feel like you are a part of a supporting and encouraging community each time you and they walk in your classroom? How do you create this type of learning environment?  Today, Elodie Channa, a French teacher in British Columbia, Canada, joins me to bring us into her classroom community. We discuss how she uses CI (Comprehensible Input) techniques and methodology to support the classroom community and assure that her students feel valued, seen and understood.

Topics in this Episode:

  • what CI is and why it’s important for language learning
  • how CI can be used to build community in the language classroom
  • examples from Elodie’s experience where CI significantly enhanced community and engagement in her classroom
  • strategies and activities that you can use to ensure your students are receiving CI while also fostering collaboration and connection among them
  • adapting CI approaches for different proficiency levels and diverse classroom settings

Connect with Elodie Channa:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

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164: Teach Grammar in a Communicative Context


The topic of grammar is always up for discussion. Does the question of teaching grammar have a simple yes or no answer? Is it an either or?  Is there a place for a both/and?  I will suggest that there is this episode by focusing on form. Focusing on form involves drawing students’ attention to linguistic elements within a communicative context. Teaching grammar in context helps students see how grammatical structures are used in real communication. I’ll break down this topic with strategies, each with concrete tips and examples to help you integrate grammar instruction communicatively into your classroom. So, Let’s jump in!

Topics in this Episode:

  • High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • Focusing on form involves drawing students’ attention to linguistic elements as they arise incidentally in lessons, without interrupting the flow of communication. The PACE model stands for Presentation, Attention, Co-construct, and Extension, a structured approach to teaching grammar in context.
  • Teaching grammar in context helps students see how grammatical structures are used in real communication, making the learning process more meaningful and effective. The PACE model supports this by integrating grammar instruction into engaging and relevant activities
  • PACE: Presentation, Attention, Co-Construction, Extension
  • The PACE model provides a structured yet flexible framework for teaching grammar in context, making it more engaging and effective for students.
  • PACE is an example, others include Discovery Technique and Teaching Inductively
  • Episode 160: Create a Classroom Where Students Use the Target Language Confidently
  • Episode 162: Facilitating Target Language Comprehensibility

**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

162: How to Make Language Comprehensible


We talk a lot about making language comprehensible in our language classroom. This is essential now that we understand how critical this is to language acquisition. When students understand what they hear and read, they begin the acquisition process. It also boosts their confidence, making them more willing to participate and take risks in using the language. In this episode, we’ll explore practical strategies to help make the target language comprehensible for your students.

Topics in this Episode:

  • High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • Comprehensibility is critical because it supports language acquisition. When students understand what they hear and read, they can engage more deeply and retain more information. It also boosts their confidence, making them more willing to participate and take risks in using the language.
  • 5 strategies to build a  discourse community in your classroom, each with tips and examples
    1. Use of Visuals and Realia
    2. Scaffolding Language
    3. Contextualize Vocabulary
    4. Engage Students with Interactive and Communicative Activities
    5. Provide Comprehensible Input (i+1).  Krashen’s hypothesis that language acquisition occurs when learners are exposed to language just above their current level.
  • Episode 160: Create a Classroom Where Students Use the Target Language Confidently

**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

161: Make Your Language Classroom Warm and Welcoming with Allison Perryman


Is your world language classroom a welcoming space for students? Would you describe it as warm and welcoming? Can it be? Should it be? Is it helpful for learning? My guest today, Allison Perryman, sure believes that it is.  Allison joins me to discuss how she makes her Spanish classroom a warm and welcoming community where students feel recognized, valued, understood and ultimately completely supported by their classmates and teacher. This surely makes it a classroom incredibly conducive to language learning.

Topics in this Episode:

  • what inspired Allison to focus on creating a warm and welcoming environment in her classroom
  • examples of how a welcoming classroom environment has positively impacted student engagement and language learning outcomes
  • the role relationships play in creating a warm classroom atmosphere, and how do you foster strong connections between students and between students and the teacher
  • specific strategies for making your classroom feel inviting and inclusive for all students
  • addressing and supporting the diverse cultural backgrounds of students to ensure everyone feels represented and valued
  • Episode 78: Seeing, Hearing & Tasting Culture with Allison Perryman

Connect with Allison Perryman:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

160: Create a Classroom Where Students Use the Target Language Confidently


What is a discourse community? Essentially, it’s a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged. Is that what you would like to see in your classroom? I’m guessing you’re thinking, Yes!  But, how do we create this space for our students? In this episode I’ll give you five key strategies for building a discourse community in your classroom.

Topics in this Episode:

  • High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • A classroom discourse community is a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged
  • 5 strategies to build a  discourse community in your classroom, each with tips and examples
    1. Establish Norms and Expectations
    2. Promote Student Interaction
    3. Use Authentic and Meaningful Tasks
    4. Encourage Reflective Practice
    5. Model Effective Communication

**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

145: Concrete Ways to Support Proficiency Growth


In this episode I’m taking on the question of leveling up.  We often talk about proficiency levels and the output that goes along with each level.  We’ll take a look at some concrete examples of language produced at each level and I’ll share some suggestions for how we can support students in leveling up their language.

Episode:

  • The ACTFL Proficiency Levels (Interpersonal)
  • Novice Low/Mid/High: single words, chunks, chunked phrases.
  • Intermediate Low/Mid/High: discrete sentences, strings of sentences, moving toward paragraphs
  • Advanced Low/Mid/High: paragraphs, multiple paragraphs
  • Concrete examples of the language that students produce at each level and sub level with suggestions for  what they can do to move up a level or sub level.

Links mentioned in this episode

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

Follow wherever you listen to podcasts.

144: Using Student Performance Data to Adjust Our Teaching with Wyatt Crane


What do you do with the information that you learn from the assessments that you give students? Even if we are talking about end–of-unit summative assessments we should look at the overall results and see if there are any changes we should make to instruction.  This is our own consistent way of doing action research in our classrooms.  In this episode, Wyatt Crane, a Spanish teacher in New York City, joins me to talk us through how he uses data from assessments (both formative and summative) to determine what is effective and what he may need to modify in his classroom teaching.

Topics In This Episode:

  • how Wyatt collects and analyzes student performance data in his language classroom
  • the tools and methods Wyatt finds most effective for this process
  • how student performance data influences Wyatt’s instructional decisions and lesson planning
  • examples of when data prompted Wyatt to adjust his teaching
  • how to ensure that student performance data is used not just for assessment purposes, but also for fostering student growth and learning
  • how to tailor approaches to data analysis and interpretation to meet the individual needs of students

Connect with Wyatt Crane:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

142: Incorporating Current Events into the Language Classroom with Ben Tinsley


How do you address current events with your students? In this episode we take on the topic of current events in the language classroom with Ben Tinsley, a French teacher in Pennsylvania. This is Ben’s third time on the podcast and he is here again to share his practical insights for discussing current events in the target language and using these events as a tool for engaging students and providing compelling topics and input.

Topics In This Episode:

  • Ben’s approach to incorporating current events into his world language classroom
  • examples of  successful lessons and activities that Ben has implemented using current events as the focal point
  • the key outcomes and student reactions that Ben observes
  • selecting and adapting authentic materials to ensure they are both relevant and comprehensible for students at different proficiency levels
  • where to find materials for current events lessons
  • keeping classroom materials and discussions up-to-date with current events while also ensuring they are suitable for language learners

Connect with Ben Tinsley:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.